内モンゴル自治区におけるモンゴル民族の学校教育の現状について-甲・乙式学級の「モンゴル語」教科書の比較から-

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  • ウチモンゴル ジチク ニ オケル モンゴル ミンゾク ノ ガッコウ キョウイク ノ ゲンジョウ ニ ツイテ -コウ ・ オツシキ ガッキュウ ノ 「モンゴルゴ」 キョウカショ ノ ヒカク カラ-
  • Concerning the Present Conditions of Mongolian Minority Education in the Inner Mongolia Autonomous Region:Comparisons with “Mongolian" Textbooks

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Abstract

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欧文抄録:p.130

The Mongolian minority schools in the Inner Mongolia are different to other schools in that the language used as the main medium for instruction is Mongolian. The language medium is“Mongolian", and “Chinese" is learnt as one subject amongst others, called “hühe angγi". It is a typical class, and is mainly taught in pastoral areas. “Chinese" is used as a medium language through which to learn “Mongolian" in a second type of subject called “hühegčin angγi". Both of them are taught at the elementary and junior high school levels in Mongolian minority schools. In other words, in each school (class) there are those students who can use Mongolian well, and others who are not able to use Mongolian. The most remarkable point with regard to this situation is that Mongolian language is becoming a second language even to ethnic Mongolians in areas in which contact with Chinese-language is excessively heavy, particularly in the bigger cities. Therefore there are many differences between the “Mongolian" textbooks used in the two types of class. There are differences between those textbooks in terms of genre and volume of lessons and difficulty of the exercises, despite the fact that they are used in the same grades. With respect to the textbooks of the second type, I notice that conversations play a key role. Such a teaching method is a second language acquisitionmethod, used to learn words via conversations. Also in the vocabulary-list given at the end of each textbook, there are Mongolian words accompanied by phonetic alphabet and Chinese translation in the textbook of second type. Mongolian for the second-type classes is approached as foreign language level. On the other hand, the differences between the textbooks indicate the regional diversity of language use between pastoral areas and cities. It may be said that the textbooks reflect differences in teaching methods relating to a range of regional and social differences.

source:Journal of Chiba University Eurasian Society

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